Copyright © 2015 by Postgraduate Institute of Medicine, … · 2019-06-12 · 5 Prospectus- Postgraduate Certificate In Medical Education SELECTION OF TRAINEES The selection examination

Copyright © 2015 by Postgraduate Institute of Medicine, University of Colombo,

160 Prof. Nandadasa Kodagoda Mawatha, Colombo 7, Sri Lanka.

All rights reserved. This course document is the intellectual property of the

Postgraduate Institute of Medicine, University of Colombo. No part of this

document may be copied, reproduced or transmitted in any form by any means

(electronic, photocopying, recording or otherwise) without the prior written

permission of the Postgraduate Institute of Medicine, University of Colombo.

“This prospectus is made under the provisions of the Universities Act, the Postgraduate Institute of Medicine Ordinance, and the General By-Laws No. 1 of 2016 and By-Laws No. 4 of 2016 for Postgraduate Diplomas and Postgraduate Certificates ”

1 Prospectus- Postgraduate Certificate In Medical Education

POSTGRADUATE INSTITUTE OF MEDICINE

UNIVERSITY OF COLOMBO

PROSPECTUS

POSTGRADUATE CERTIFICATE

IN

MEDICAL EDUCATION

2012

SPECIALITY BOARD IN MEDICAL EDUCATION

BOARD OF STUDY IN MULTIDISCIPLINARY STUDY COURSES


Contents

BACKGROUND ................................................................................................................................................. 3

RATIONALE FOR PROPOSED CHANGES ............................................................................................................. 3

COURSE OUTCOMES ........................................................................................................................................ 4

ELIGIBILITY CRITERIA ........................................................................................................................................ 4

SELECTION OF TRAINEES .................................................................................................................................. 5

INTAKE ............................................................................................................................................................. 5

DURATION OF COURSE .................................................................................................................................... 5

FORMAT OF COURSE........................................................................................................................................ 6

APPOINTMENT OF TRAINERS AND THEIR RESPONSIBILITIES ............................................................................ 7

ASSESSMENT ................................................................................................................................................... 7

APPOINTMENT OF EXAMINERS ........................................................................................................................ 9

AWARD OF POSTGRADUATE CERTIFICATE IN MEDICAL EDUCATION ................................................................ 9

PLAGIARISM .................................................................................................................................................... 9

ANNEX 1. COURSE MODULES & EXPECTED OUTCOMES ................................................................................. 11

ANNEX 2. ASSIGNMENT SUBMISSION FORM ................................................................................................. 14

ANNEX 3. GUIDELINES FOR SUBMISSION OF ASSIGNMENTS .......................................................................... 15


POSTGRADUATE CERTIFICATE IN MEDICAL EDUCATION PROSPECTUS

BACKGROUND

The Postgraduate Certificate in Medical Education (PGCME) was launched by the PGIM in

2008 with the aim of equipping health professionals with the basic expertise in

knowledge, skills and attitudes required of a medical teacher. The programme was

designed to suit those involved in delivering undergraduate/postgraduate medical

education and other fields of healthcare delivery. It is meant to enable participants to design,

deliver and evaluate effective educational programmes for health professionals.

RATIONALE FOR PROPOSED CHANGES

All probationary academic staff who join the state universities in Sri Lanka are required to

follow an induction programme accredited by the University Grants Commission before they

are confirmed in service. At present, such courses are offered by the Staff Development

Units (SDU) / Centres (SDC) in several universities (e.g. SDC of the University of Colombo,

SDU of the University of Kelaniya). There is much overlap in the broad course content of

these programmes and that of the PGCME, especially with regard to trends in higher

education; teaching, learning and assessment; use of modern technology in higher

education; research competencies, etc. Because the PGCME addresses these areas in

relation to medical / health professions education, it could be argued that the PGCME is

more appropriate for university academics in the health care professions than those

induction programmes conducted by Staff Development Centres /Units.

However, the UGC requires accredited induction programmes to include sessions on some

areas that are specifically relevant to university academics, rather than health professionals.

These include the University System in Sri Lanka, Professionalism in University Academics,

and Managerial Issues.

The proposed changes to the PGCME include the addition of new modules on the above-

mentioned areas, as options to be taken up by those university academics on the PGCME

course. The Speciality Board plans to seek accreditation from the UGC for this extended

PGCME course, as a suitable induction programme for probationary academic staff in

Faculties of Medicine/Dental Sciences/Allied Health Sciences. The Board expects that

obtaining this accreditation will attract more applicants for the course than at present.

Postgraduate Institute of Medicine – University of Colombo


COURSE OUTCOMES

The Postgraduate Certificate in Medical Education will provide participants with an

overview of key issues in medical education and will enhance the participants’ understanding

of choice of curricula and teaching/learning and assessment methods relevant to the

learning environment of their institution. The extended PGCME will provide participants

with an overview of the university system in Sri Lanka, and enhance their capacity to

function within the university system.

At the end of the PGCME, the trainees should be able to:

• Describe concepts and recent trends in medical education

• Reflect on and evaluate their role as trainers in medical education

• Demonstrate an understanding of the range, depth and applicability of current

teaching/learning methods

• Demonstrate an understanding of the current assessment tools

• Discuss different curricular models and modes of curricular evaluation, and their

applicability

• Develop/select relevant curricular models, teaching/learning methods and

assessment tools to their own situation

• Demonstrate an understanding of the principles of educational research

• Plan how they can use the knowledge and skills gained for their professional

development

At the end of the extended PGCME, trainees should also be able to:

• Reflect on and evaluate their roles as academic staff in the university system in Sri

Lanka

• Plan how they can use the knowledge and skills gained for their professional

development as university academics

ELIGIBILITY CRITERIA

To be eligible to apply for the PGCME, applicants must meet the following criteria:

i. Hold a medical degree registered with the Sri Lanka Medical Council ii. Complete an internship recognized by the Sri Lanka Medical Council iii. Complete one year work experience in Sri Lanka, after internship

OR iv. Be an academic staff member in a Faculty of Medicine, Dentistry, Veterinary Science

or Allied Health Sciences with a MBBS, BDS, BVSc, BSc or BA degree and three years of

teaching experience at University level.



SELECTION OF TRAINEES

The selection examination will consist of two components: a written and an oral

examination. All candidates are expected to appear for both components.

1.1 The written test (100 marks-1 hour) will consist of a paper with three structured

essay questions, of which only two questions should be answered in one hour. The

questions will be set on general topics in the field of medical and health professions’

education, to judge the ability of the candidates to express themselves while writing

in English, as well as their general ability to think logically, as well as creatively. Each

question will be marked out of 100 and marked by 2 examiners. The total marks for

the 2 questions will be converted to a mark out of 100.

1.2 A structured oral examination (100 marks) of 15 minutes for each candidate will be

conducted by one panel of two examiners. It will be marked out of 100. Candidates

will be given marks on the basis of their need for training in Medical Education and

their ability to express themselves verbally.

1.3 A candidate must score a minimum of 50% (100/200 marks) of the total aggregate

AND a minimum of 45% (45/100 marks) for each of the two components in order to

pass the examination and be eligible for selection to the course.

INTAKE

The maximum number for a batch of trainees will be decided by the Board of Management

on the recommendation of the Speciality Board and the number will be indicated in the

circular and newspaper advertisement calling for applications. In the event that the number

of candidates qualifying at the selection examination exceeds this number, candidates shall

be ranked according to the final mark obtained at the selection examination, and those with

the highest marks shall be selected to participate in the course.

The PGIM publishes notices in the leading newspapers and in its official website

www.cmb.ac.lk/pgim which will be the main site carrying details of the advertisements in

the newspapers, prescribing the application procedure, fees, dates of the different

components of the examination etc as stipulated in the Regulations and/or Rules of the

Institute thus announcing the examination in accordance with the Calendar of dates of

Examinations published annually by the PGIM. In addition, the PGIM issues circulars and

letters to that effect. Prospective applicants need to respond to such advertisements.

DURATION OF COURSE

The PGCME course shall be conducted on a part-time basis on week-ends over a period of

24 weeks; with another 4 weeks for the extended PGCME. The total number of credits of

the course shall be 15.


http://www.cmb.ac.lk/pgim


FORMAT OF COURSE

The course for the PGCME will comprise of the following modules (Details Annex 1). First 10

modules are based on core content areas and compulsory for all trainees. Last 3 modules

are optional.

Table 1–Credit values of the modules of PGCME

Lectures (h) *Field work (h) Credits

Modules in standard course

1. Foundation Module 8 45 1.5

2. Principles of curriculum

development, planning and

evaluation

8 45 1.5

3. Principles of teaching and

learning

8 45 1.5

4. Large group and small group

teaching

12 45 1.5

5. Integrated learning 8 45 1.5

6. Clinical teaching 8 45 1.5

7. Principles of instructional

material design

8 45 1.5

8. Principles of assessment 8 45 1.5

9. Assessment instruments 8 45 1.5

10. Basic approaches to research 8 45 1.5

Total hours 84 450 15

*The term ‘field work’ denotes on-the job learning

Table 2–Credit values of the extra modules of the extended PGCME

Extra modules in extended course Lectures (h) *Field work (h) Credits

1. The Sri Lankan university

system

4 12 0.5

2. Management and finance

issues

8 12 0.5

3. Professionalism and continuing

professional development

4 12 0.5

Total hours 16 36 1.5

*The term ‘field work’ denotes on-the job learning



The course will be conducted on a part-time basis, with 4 hours of face-to-face teaching

learning sessions and at least 8 hours of independent study each week. The estimated time

duration for the standard course is 24 weeks; the extended course will take 4 weeks

longer.

Detailed module outcomes are given in Annex 1. A variety of teaching- learning

methods including group work, lectures, presentations, case studies, reflective logs, e-

learning and self learning will be used to ensure maximum acquisition of knowledge, skills

and attitudes. Face to face sessions will be conducted at the Postgraduate Institute of

Medicine, Colombo. The learning material and methods will encourage participants to

relate educational theory to their everyday practice.

APPOINTMENT OF TRAINERS AND THEIR RESPONSIBILITIES

The trainers for the course will be identified by the Speciality Board in Medical Education, from

among specialists in Medical Education and trainers in higher education.

Trainers appointed by the Speciality Board shall have a postgraduate degree (Masters or

Doctoral) in Medical Education, or a postgraduate doctorate and Board Certification in any

other Speciality in the Medical profession.

Trainers are responsible for conduct of face-to-face sessions as well as setting and marking

assignments. Trainers are expected to conduct assigned sessions as scheduled, and to return

marked assignments within two weeks to the PGIM.

ASSESSMENT

1. The assessment for the PGCME will be assignment based (see Annexes 2 and 3). The

number and type of assignment/s for each module is as follows.

Table 3-Assessment of individual modules of PGCME

Module Number of assignments Type of assignment

CM 1–Foundation module 1 Written assignment

CM 2–Principles of

Curriculum Development,

Planning and Evaluation

1 Written assignment


Teaching/Learning 1 Written assignment

CM 4–Large group and

small group teaching 2 Written assignment

Oral presentation

CM 5–Integrated Learning 1 Written assignment

CM 6–Clinical Teaching 1 Written assignment

CM 7–Principles of 1 Written assignment



Instructional Material

Design


assessment 1 Written assignment

CM 9–Assessment

instruments


CM 10–Basic approaches to

research 1 Written assignment

CM 11-The Sri Lankan

university system


CM 12-Management and

financial issues


CM 13-Professionalism

and continuing

professional development


2. They require the synthesis of theory and practice with worked examples from the

student’s own professional experience.

3. Learning outcomes are stated for each module. These outcomes must be met in

the assignment. The student is required to demonstrate mastery of the concepts

and principles introduced in the module and their application to the student’s

own teaching and learning situation. There is a range of generic competencies

that must be demonstrated throughout the course in identifying and responding to

learners’ needs, and enhancing professional reflection and development.

4. The module assignments are designed to assess trainees’:

• understanding of the principles and concepts;

• ability to apply appropriately the concepts and principles in their own

situation;

• analytical ability regarding the application of the principles and concepts to their

own situation

• ability to reflect critically and analyze the approach they have developed.

5. Assignments will be made known to the trainees before the end of each module,

along with the deadline for submission. Written answers must be submitted to the

Examinations Branch of the PGIM no later than 2 weeks after completion of the

module with a cover sheet shown in Annex 2. Guidelines for preparation of written

assignments are given in Annex 3. Assignments will not be accepted after 4 weeks

from the due date. Oral presentations must be made on the dates scheduled by the

Speciality Board.



6. Assignments will be graded as follows:

Table 4–Grading criteria for the PGCME assignments

Grade Descriptor

A = MERIT PASS Work is well-organized and demonstrates ability to reflect, select, integrate, interpret, and evaluate. Evidence of originality

C = PASS Limited ability to integrate and interpret. Work less well organized. Factual errors and/or omissions are few.

D = FAIL Poor level of understanding with little effort to integrate or interpret. Several errors of fact and/or serious omissions.

E = BAD FAIL Totally unsatisfactory and very poorly organized. Irrelevant and full of factual errors and serious omissions.

APPOINTMENT OF EXAMINERS

Each assignment shall be assessed by two examiners appointed by the Speciality Board. They will be specialists in Medical Education (i.e. having at least a Masters in Medical Education) and/ or those who have an appropriate training in higher education. If the examiners are appointed from the latter category, their appointments will be subject to the approval of the Speciality Board in Medical Education, Board of Study in Multi Disciplinary Study Courses, and Board of Management of PGIM, and the Senate of the University of Colombo.

AWARD OF POSTGRADUATE CERTIFICATE IN MEDICAL EDUCATION

1. In order to be eligible for award of the PGCME, trainees must attend at least 80% of

the scheduled face-to-face sessions over the entire course, AND at least 50% of the

sessions in each module.

2. Trainees must obtain at least a C grade for each module in order to be eligible for

award of the Certificate.

3. Trainees who obtain D or E grades will be required to re-submit their assignments

within 2 weeks, having first met their respective examiner(s) who marked the

assignment(s). A maximum of two resubmissions are permitted per module. A

resubmitted assignment cannot be awarded a grade higher than ‘C’.

PLAGIARISM

Plagiarism is the unauthorized use of the language and thoughts of another person, and

presenting them as one’s own. This includes the work of another student, or materials from

textbooks, journal articles, software libraries, web pages etc. It is scholastic dishonesty

because it gives the reader the impression that the student has written or thought the ideas

that he or she has, in fact, taken from another source.



The PGIM treats cases of plagiarism extremely seriously. The assessor will initially deal with

the issue. If the assessor is convinced that plagiarism has taken place, he/she shall report

the case to the Director/PGIM, who will then deal with the matter according to the PGIM

Code of Conduct. Stern measures will be taken against those who are guilty of plagiarism.

They will be reported to the PGIM Board of Management and the Examinations Committee

of the University of Colombo.



ANNEX 1. COURSE MODULES & EXPECTED OUTCOMES

CM 1-Foundation Module

Identify the medical professional's role as a teacher

Describe the history & evolution of medical education

Describe recent trends in medical education

Demonstrate an understanding of the generic knowledge needed as a professional in

medical/ health professions education i.e. theories of behaviourism, reflection,

teamwork, leadership, change management, etc

Evaluate their own role in education at their institution and identify appropriate use

of such knowledge

CM 2-Principles of curriculum development, planning & evaluation

Demonstrate an understanding of the trends in curriculum development

Identify the concepts of formal/ informal curriculum and hidden curriculum

Develop appropriate educational strategies for curriculum development in their

situation

Evaluate a course with which they are involved in terms of SPICES model/Harden's

10 questions

CM 3-Principles of teaching/learning

Demonstrate an understanding of theories of constructivism/schema building,

learning theories, styles of learning, adult learning

Identify current trends in teaching/learning

Describe the situation in their own institution with regards to these trends

Evaluate diverse teaching methods in their potential to facilitate learning

CM 4-Large group and small group teaching

Describe and compare the aims and characteristics of large and small group teaching

Determine when large and small group teaching is appropriate

Describe different methods of large group learning and their applicability

Describe the dynamics of small groups

Define the role of the facilitator and the participant

Describe different methods of small group learning and their applicability

Plan and conduct a teaching session using principles of large group teaching



CM 5-Integrated learning

Describe recent advances and uses of integrated learning in medical education

Identify the different levels of integration in a medical curriculum

Demonstrate an understanding of different methods of achieving interdisciplinary

integration and assess their suitability for use in their own institution

CM 6-Clinical teaching

Identify current trends and practices in clinical teaching (ward/ambulatory care)

Relate these trends and practices to the principles of teaching/learning

Evaluate the applicability of these trends and practices to their own situation

CM 7-Principles of Instructional material design

Identify current trends on instructional material development

Describe the uses and limitations of printed/IT based instructional material

Evaluate their applicability to their own situation

CM 8-Principles of assessment

Identify current trends in assessment

Describe the differences between formative and summative assessment

Describe the concepts of test validity and reliability

CM 9 - Assessment instruments

Evaluate different assessment tools in relation to Miller's pyramid of assessment

Develop appropriate assessment strategies for their teaching programme

Demonstrate an understanding of the principles of portfolio assessment

CM 10-Basic approaches to research

Describe the scientific method

Identify the key aspects in problem selection and formulating a research plan

Describe the circumstances in which experimental, historical, descriptive, co-

relational, causal-comparative and action research approaches are used

Explain the differences between qualitative and quantitative research



CM 11-The Sri Lankan University system

Outline key aspects of the Universities Act of 1978 and the role of the various

authorities in the state university system in Sri Lanka

Describe the duties of academics in the state university system

Recognise the present set of requirements that he/she needs to meet in preparing

the trainees for local and international environment

Discuss the role of non-academic staff in the university system and the rules and

regulations pertinent to their interaction with academic staff

Discuss the role of trade unions related to the university system

CM 12-Management and financial issues

Identify administrative and financial tasks and operate effectively in carrying them

out

Plan day-to-day activities on a priority basis

Balance the various and competing roles of being an academic to suit himself/herself

and his/her circumstances

Be aware of better managerial issues: good practices in communication, conflict

resolution and human rights etc.

Identify concepts of strategic management

Identify tools of strategic management

CM13-Professionalism and continuing professional development

Discuss the principal ethical issues in teaching, assessment, scientific research and

publications

Apply the principles for ethical decision-making

Recognize and deal effectively with ethical and moral issues in the professional life

including equal opportunities in the workplace, such as gender issues.

Explain the concept of ‘Professionalism’ and its main characteristics, providing

examples

Describe the obligations and responsibilities of a professional

Demonstrate an understanding of the key features of the Code of Professional

Conduct and the Professional Standards as they relate to duties at the university

Identify situations where other expertise is required and reconcile when the Code of

Professional Conduct is applicable

Understand the legal liability of a professional

Discuss and propose options for Continuing Professional Development in the

university system

Define clear career goals for himself/herself

Plan a strategy for getting research work published



ANNEX 2. ASSIGNMENT SUBMISSION FORM

POSTGRADUATE CERTIFICATE IN MEDICAL EDUCATION

Complete this form, attach it to your assignment and hand it over to:

Examinations Branch, PGIM No 160, Norris Canal Road, Colombo 7 OR e-mail to

[email protected] AND post a hard copy to the above address.

Name: ……………………………………………………………………………….. PGIM Roll no: …………………

Module no: …………………………………………………………………………

Date of submission …………………………………………………………….

TRAINER ASSESSMENT

Result: Pass Resubmission

NB. The trainer will only tick and/or comment on 1-4 if relevant to this particular assignment.

A = GOOD PASS: work is well-organized and demonstrates ability to select, integrate, interpret and evaluate.

Evidence of originality Excellent

C = ORDINARY PASS: limited ability to integrate and interpret. Work less well organized. Factual errors and/or

omissions are few.

D = BARE FAIL: poor level of understanding with little effort to integrate or interpret. Several errors of fact

and/or serious omissions.

E = BAD FAIL: totally unsatisfactory and very poorly organized. Irrelevant and full of factual errors and serious

omissions.

Overall comments: (Should clearly indicate the reason for “FAIL” grades and give recommendations to the

trainee to upgrade to “PASS”)

Assessor’s signature…………………………………………………………………….. Date: ………………………………………


mailto:[email protected]


ANNEX 3. GUIDELINES FOR SUBMISSION OF ASSIGNMENTS

General guidelines

1. The module for which the assignment is submitted and the PGIM roll number of the

student must be clearly indicated at the top of the document. Every assignment

should be submitted with a duly filled submission form.

2. An ideal length of text is approximately 1000–1500 words, equivalent to about 2–3

pages. The report should be word processed and printed single-side only, on A4 size

photocopying paper with line spacing not less than 1.5 and lettering in Times New

Roman, font size 12. Pages should be numbered consecutively in the bottom right

hand corner.

3. References are very important and must be complete and accurate to enable the

reader to identify and retrieve them. All literature referred to must be listed at the

end of the assignment. The references should be listed in the Harvard style (author,

date).

4. Assignments should be submitted no later than 2 weeks after being set by the

relevant teacher.

5. PGIM Examinations Branch will place a date stamp on the assignment when

accepting it.

6. Hard copies of the assignments have to be submitted to PGIM Examinations Branch.

Soft copies may be sent by e-mail to the PGIM Examinations Branch and

accompanied by a hard copy sent by regular mail to the same.

Writing references and bibliography

References are very important and must be complete and accurate. All literature referred to

must be listed at the end of each essay or other assessed work. The references must be

listed in a consistent form and style, and must contain sufficient information to enable the

reader to identify and retrieve them.

There are different styles of citing sources, listing references and compiling a bibliography.

The Harvard style (author, date) is widely accepted in scholarly and scientific writings and is

recommended for trainees.

The Harvard Style

The Harvard Style is often known as the ‘author-date’ system. Generally, when using the

Harvard system, a citation in the paper requires only the surname of the author (or authors)

and the year of publication. If there are only two authors, give both names; for more than

two authors, use et al. Citations should, whenever possible, be placed at the end of a

sentence, before the concluding punctuation. For example:



There is consistent urban bias in the provision of health services (Sawyer, 1999).

Alternatively, the author’s name may be integrated into the text, followed immediately by

the year of publication in parentheses.

Sawyer (1999) observes that….

If there is more than one reference by the same author(s), the references should be listed

chronologically in order of year of publication.

If there is more than one reference by an author in the same year, label with a lower case

letter ‘a’ before ‘b’, ‘c’, etc.

Other researchers (Tang 1998a; Cleg 1999) have highlighted this inadequacy, while

Tang (1998b) argues that…

References cited only in tables or in legends to figures should be in accordance with a

sequence established by the first identification in the text of the particular table or

illustration.

Rules

The arrangement of the references at the end of the report should be alphabetical. The

order of the items in each reference should be:

(a) For journal references: name(s) of author(s), year, title of paper, title of journal,

volume number, page numbers.

(b) For book references: name(s) of author(s), year, title of book, edition, volume,

chapter and / or page number, town of publication, publisher.

Authors’ names should be in roman letters and arranged thus:

Smith, C.O., James, D.E. & Frank, J.D.

Note the use of the ampersand (&) and the omission of comma before it. Where an author’s

name is repeated in the next reference, it should also be spelt out in full. The year of

publication should be surrounded by parenthesis: e.g. (1999). The title of the paper is then

included, without quotation marks: e.g. Child health promotion in developing countries. The

journal title should be unabbreviated, underlined and be followed by volume number in

bold, and the page numbers (first and last page numbers). It should read like this:

Health Policy and Planning 14: 1; 1-10.

Examples

1. Journal article 1: Ehiri J.E. & Prowse J.M. (1999) Child health promotion in

developing countries: the case for integration of environmental interventions?

Health Policy and Planning 14: 1; 1-10.



2. Journal article 2: Tuku A.B., James D.E. & Okada F.C. (1999) The response of factor B

to factor C. Biochemical Journal 151: 2; 1049 – 1053.

3. Book: Harris G.W. (1955) Neural Control of the Pituitary Gland. London: Arnold.

4. Chapter in a book: Sloper J.C. (1966) The experimental and cyto-pathological

investigation of neurosecretion in the hypothalamus and pituitary. In: The Pituitary

Gland, eds. Harris G.W. & Donovan B.T. Vol 3. Ch 7. London: Butterworth.

Websites:

Author’s name (if available) must be listed first, followed by the full title of the document in

italics, the date of publication or last revision (if available), the full http address (URL)

enclosed within angle brackets, and the date of visit in parentheses. E.g.

Schettler T., Solomon G., Burns P & Valenti M. Generations at risk: how

environmental toxins may affect reproductive health in Massachusetts.

<http://www.igc.apc.org/psr/genrisk.html> (24/08/1999).


http://www.igc.apc.org/psr/genrisk.html

Documents

Copyright © 2015 by Postgraduate Institute of Medicine, … · 2019-06-12 · 5 Prospectus- Postgraduate Certificate In Medical Education SELECTION OF TRAINEES The selection examination